Krista Bienkowski - Textbook Review

Part 1- Materials for Evaluation

Biology, Prentice Hall, 2002
Authors: Kenneth Miller and Joseph Levine
General Biology Grade 10 (ages 15-16)
Chapter 16: Evolution of Populations
Lesson: Mutations

Part 2- Unpack Learning Goals

National Benchmark 5B: By the end of the 12th grade, students should know that: Gene mutations can be caused by such things as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only. The experiences an organism has during its lifetime can affect its offspring only if the genes in its own sex cells are changed by the experience.

• What does the standard mean? (What are its component subtopics, processes, etc.?)
  • DNA provides for both the continuity of traits from one generation to the next and the variation that in time can lead to differences within a species and to entirely new species
  • Variation among individuals may be due to genetic and/or environmental factors.
  • Things such as radiation and chemicals can cause changes in DNA
  • These changes can either be heritable or not heritable
  • Heredity is the transfer of characteristics from parent to offspring through their genes.
  • In order to be heritable by offspring, the change in DNA has to occur in the sex cells
• What do students need to understand BEFORE you can address these topics?
  • Mitosis versus meiosis
  • The function of DNA
  • Components of DNA
  • What a mutation is
  • Sexual Reproduction
• What prior (mis)understandings are students likely to have about these topics?
  • Mutations are all harmful or "bad"
  • All mutations can or will be passed on to offspring
  • Radiation and chemicals are the only things that can cause mutations
  • Students do not distinguish between sexual and asexual reproduction.
  • Students confuse adaptation and inheritance

Part 3- Analyze selected features of the materials

Category III: Engaging Students with Relevant Phenomena

• Criterion III.A: Providing a Variety of Phenomena
  • This chapter does provide a variety of phenomena having to do with evolution and populations, but I feel it fails to make significant connections to other topics. It covers phenomena such as natural selection, genetic drift, gene pools etc. This is the only chapter in the text that deals with the effects of mutations, but doesn't even mention the kinds of mutations, or doesn't even really stress the concept/importance/effect of mutations throughout the chapter.

Sightings that pertain to the criterion:

• Page 394- Sources of Genetic Variation
• Page 397- Effect of Color Mutations on Lizard Survival
• Page 400- Genetic Drift
• Page 401- Evolution Versus Genetic Equilibrium
• Page 405- Testing Natural Selection in Nature

Indicators of meeting this criterion according to the PROJECT 2061

1. Phenomena are useful in making the key ideas real.
2. Phenomena are explicitly linked to the relevant key ideas.

I would consider this textbook to do a satisfactory job of meeting criterion because although it uses a variety of phenomena that relate directly to the subject, the text fails to make useful connections.

• Criterion III.B: Providing Vivid Experiences
  • The textbook doesn't provide any experience directly related to mutations, but on page 411, it provides an "Exploration" labeled Investigating Genetic Diversity in Bacteria. The purpose of it is to observe how diversity can make organisms more adaptable, but fails to mention that the diversity could be caused by mutations. I could use this lab, but would definitely have to alter it in some ways so that the students see the purpose and connections to the unit.

Indicators of meeting this criterion according to the PROJECT 2061

1. Each firsthand experience is efficient (when compared to other firsthand experiences) and, if several firsthand experiences target the same idea, the set of firsthand experiences is efficient. (The efficiency of an experience equals the cost of the experience [in time and money] in relation to its value.)
2. The experiences that are not firsthand (e.g., text, pictures, video) provide students with a vicarious sense of the phenomena. (Please note that if the material provides only firsthand experiences, this indicator is not applicable.)
3. The set of firsthand and vicarious experiences is sufficient.

I would consider the textbook to do a poor job of of meeting criterion because it the material includes at best only one efficient firsthand experience or provides students with a vicarious sense of one phenomenon that is not firsthand.


Category IV: Developing and Using Scientific Ideas
· Criterion IV.B: Representing Ideas Effectively

Indicators of meeting this criterion according to the PROJECT 2061

1. Representation is accurate (or, if not accurate, then students are asked to critique the representation).
2. Representation is likely to be comprehensible to students.
3. Representation is explicitly linked to the real thing.

Part 4- Apply your evaluation to think about your teaching